August 26. August 27 August 28 August 29 August 30

Objective: Students will understand natural and human catastrophes.

-Bellwork: Discuss any recent news

-CNN Student News*Watch & Discuss

-Omaha World Herald*Read & Discuss

Homework - NONE

August 26




-Omaha World Herald1) News Summaries

-Discuss “Modern Problems” to solve in school

Homework - NONE

August 27





-Project – Work on solving “Modern Problem”

Homework - NONE

August 28




-Omaha World Herald1) OWH News Summaries

Homework - NONE

August 29



-CNN Student News*Watch & Discuss*Take CNN Student News Quiz


-Understanding Media Bias*Watch CNN on television

Homework - NONE

August 30

Objective: Students will understand what “genocide” is and means.

-”Genocide” – Discuss and give examples.

-Developing definitions of genocide*Must include – instigator, targeted group, and the intent*Compare with Overhead Transparency

-Pass out Glossary – Quiz over words at certain points

-Discussing background knowledge of Holocaust and student sources.*List on board

Homework - NONE

August 15

Objective: Students will understand what “genocide” is and means.




-Discussing background knowledge of Holocaust and student sources.*List on board

Homework - NONE

August 16

Objective: Students will be able to understand the impact of school shootings.

-CNN Student News




-Video on Genocide

Homework – NONE

August 19

Objective: Students will be able to analyze secondary and primary documents to understand the Kristallnacht Pogrom.

-Group Work – Analyzing 6 documents about Kristallnacht Pogrom*Heydrich’s Instructions – November 1938*Letter by Margarete Drexler to the Gestapo*Description of the Riot in Dinslaken*People Looking at Ruined Shops Following Kristallnacht Pogrom – Photo

November 10, 1938*Synagogue on Fire during the Kristallnacht Pogrom – Photo November 10,

1938*Info on Kristallnacht Pogrom -

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005201

-Class discussion about documents

Homework – QUIZ THURSDAY OVER VOCAB. WORDS – next slide

August 20



-Group Work – Analyzing 6 documents about Kristallnacht Pogrom*Heydrich’s Instructions – November 1938*Letter by Margarete Drexler to the Gestapo*Description of the Riot in Dinslaken*People Looking at Ruined Shops Following Kristallnacht Pogrom – Photo

November 10, 1938*Synagogue on Fire during the Kristallnacht Pogrom – Photo November 10,

1938*Info on Kristallnacht Pogrom -


-Class discussion about documents

Homework – QUIZ TOMORROW OVER VOCAB. WORDS – next slide

March 21


1. Brownshirts 11. Jehovah’s Witness2. collaborator 12. Kristallnacht Pogrom3. concentration camp 13. Nazi4. discrimination 14. pogrom5. European Jewry 15. Reich6. genocide 16. Shoah7. Gestapo 17. Sinti-Roma8. Gypsies 18. survivor9. Holocaust 19. visual history testimony10. homosexual

Vocabulary Words

1. Brownshirts 11. Jehovah’s Witness2. collaborator 12. Kristallnacht Pogrom3. concentration camp 13. Nazi4. discrimination 14. pogrom5. European Jewry 15. Reich6. genocide 16. Shoah7. Gestapo 17. Sinti-Roma8. Gypsies 18. survivor9. Holocaust 19. visual history testimony10. homosexual

Vocabulary Words


-Study for Vocabulary Quiz

-Discuss Shoah Foundation

-Vocabulary Quiz

-Visual History Testimony – Studying the Holocaust*Discuss in class

Homework - NONE

March 21

Objective: Students will understand pre-war Jewish life and Nazi Antisemitism

-Question to Consider: “What do you think life was like for Jews in Germany prior to Hitler’s rise to power?”

-Visual History Testimony – Antisemitism – 1st three clips*Discuss in class – next slide

-Map of Jewish Communities in Europe Before the Nazis rise to power.*See number of Jews living in Europe prior to Holocaust

Homework - NONE

March 27

Questions from the interviews:1) How does John Graham describe his feelings toward Germany before the war?2) H. Henry Sinason mentions that his father considered himself German first and Jewish second. What does this tell you about how Jews identified with their country during this time period?3) After listening to Margaret Lambert’s testimony, what is your sense of what the relationship between Jews and non-Jews before the war.

Visual History Testimony


-CNN Student News

-Question to Consider: What do the terms “stereotype” and “antisemitism” mean?

-Overhead Map of Jews in Europe before Hitler

-Visual History Testimony – Antisemitism – next 3 clips*Discuss in class – next slide

-Summary of Antisemitism – read handout *Discussion questions – skip a slide*Website

Homework - NONE

March 28

Questions from the interviews:4) Describe how Henry says that his friends have changed. Who does he believe is responsible for their change in attitude and behavior?5) Henry Laurant makes it a point to discuss his father’s

occupation and position in the community. How does Henry’s testimony add to your understanding of what was happening in Germany during this time period?

6) In her testimony, Judith Becker speaks about a course on racism that was taught in schools. Why do you think the Nazis wanted to target young people with their racial ideology?

7) From listening to these testimonies, what do you learn about how the atmosphere in Germany was changing?

Visual History Testimony – next 3 clips

Objective: Students will be able to understand both national and global current events

-Watch CNN Student News

-Watch FOX News – News summary

-Newspaper Summaries – 4 summaries*Discuss Current Events

-Homework: NONE

March 29


-CNN Student News

-Summary of Antisemitism – read handout *Discussion questions – skip a slide*Website

Homework - NONE

January 20, 2011


-Summary of Antisemitism – read handout *Discussion questions – next slide*Website

-Television News – if time

Homework - NONE

January 20, 2011

*In what ways did the Nazi ideology create a new form of antisemitism?*What does the term “scapegoat” mean?*What are some situations when people may be likely to scapegoat a group of people?*Can you name groups of people in the U.S. who have been unfairly blamed for circumstances or events?*What is propaganda?*How does Nazi ideology portray Jews?*Why do you think people didn’t question or protest what they were being told about Jews?*How is antisemitism similar to or different from scapegoating?

Audit of Anti-Semitic Incidents – www.adl.org

Summary of Antisemitism - Questions

http://www.adl.org/


-Not in Our Town Handout – discussion questions next slide

-Posters keeping w/ “Not in Our Town” Theme*Website for sample posters –

http://www.pbs.org/niot/get_involved/sample_posters.html

Homework - NONE

April 4


*What is a hate group?*Why do you think some people choose to join hate groups?*How do you think people are recruited to join hate groups?*Do you think that propaganda is used to influence possible new recruits? Explain your thinking.*How is the ideology of hate groups today similar to Nazi racial ideology?*In what ways did the people of Billings, Montana show that they were allies to those who had become targets of antisemitism and other forms of bigotry?*What risks did the people of Billings take when they decided to take action against what was happening in their community?*What are some of the possible risks that a person takes when he or she decides to become an ally?

Not in Our Town - Questions


-Not in Our Town Handout – discussion questions next slide

-Posters keeping w/ “Not in Our Town” Theme*Website for sample posters –


Homework - NONE

January 25, 2011




-Watch FOX News – News summary

-Newspaper Summaries – 4 summaries*Discuss Current Events

-Homework: NONE

January 26, 2011


-Finish posters keeping w/ “Not in Our Town” Theme*Website for sample posters –


Homework - NONE

January 27, 2011



-Finish posters keeping w/ “Not in Our Town” Theme*Website for sample posters –


Homework - NONE

January 28, 2011



-Visual History Testimony – Antisemitism Part 2

-Analyzing Nazi propaganda – overhead pics – next slide

-Vocabulary Part 2 – skip a slide

Homework – Vocab. Quiz #2 – MONDAY

April 11

1. What statement is this photo or caricature making?

2. How is the example exploiting the already existing antisemitic attitudes in Germany?

3. How is the example attempting to further isolate Jews from the rest of the population?

4. Which of the propaganda methods apply to this photo or caricature?-repeats same info over and over-twists and exploits the truth-appeals to people’s emotions-gives the illusion that most people agree with the message-talks to people in their own language-uses accessible media

5. How do you think Nazi propaganda created an atmosphere of terror for all Germans?

Questions about Propaganda

1. antisemitism 11. refugee2. apathy 12. Reichstag3. Aryan 13. Socialist4. bystander 14. stereotype5. Communist 15. totalitarian6. dehumanization 16. Treaty of Versailles7. democracy 17. Weimar Republic8. Hitler Youth9. kosher10. Nuremburg Laws

Vocabulary Words

1. antisemitism 11. refugee2. apathy 12. Reichstag3. Aryan 13. Socialist4. bystander 14. stereotype5. Communist 15. totalitarian6. dehumanization 16. Treaty of Versailles7. democracy 17. Weimar Republic8. Hitler Youth9. kosher10. Nuremburg Laws

Vocabulary Words

Objective: Students will examine historical events that allowed for a dramatic change in social policies in Germany between 1918 and 1939


-Visual History Testimony – “Nazi Germany” – Part 1*Answer questions

-Handout: “The Weimar Republic and the Rise of the Nazi Party*Answer questions on Angel & post in discussion board

-Visual History Testimony – “Nazi Germany” – Part 2 – (1st 3 clips)*Answer questions

Homework – 1) CNN Student News Quiz - TOMORROW2) Vocab. Quiz #2 - MONDAY

April 12

Objective: Students will examine historical events that allowed for a dramatic change in social policies in Germany between 1918 and 1939

-Bellwork: -Watch CNN Student News

-Handout: “What Rights are Most Important to Me?” *Rank in Order*Discuss

Homework – vocab. Quiz #2 - TOMORROW

April 16



-Handout: “Nazi Germany and Anti-Jewish Policy” – timeline*Answer questions – next slide

-Visual History Testimony – “Nazi Germany” – Part 2 – (4th clip)*Answer questions

-Homework: NONE

April 17

1) How do you think a Jewish person might react to all of these restrictions and laws

2) How do you think a German might react to these policies

3) What would you imagine the overall atmosphere in Germany to be during this time?

4) What is the purpose of laws?

5) What was the purpose of the Nuremburg Laws?

6) What other laws, if any, do you know about that have dehumanized people? (ex. Jim Crow Laws; apartheid in South Africa)

April 17

Objective: Students will be create a pyramid of hate


-Visual History Testimony – “Nazi Germany” – Part 3*Answer questions

-Pyramid of Hate – transparency*Give examples for each section*Discuss

-Homework: NONE

April 23

Objective: Students will determine what is personal responsibility.


-Reverend Martin Niemoller – personal responsibility*Read Quotation and answer in chat room

-Read the “Important Information to Keep in Mind…Ghettos” – 126

-Homework:

April 24

1. Auschwitz-Birkenau 9. Nazi ideology2. Chelmno 10. occupation3. Einsatzgrupen 11. Purim4. extermination camp 12. Ressortes5. ghetto 13. Sonderkommando 6. Judenrat 14. Warsaw ghetto7. liquidated 15. Zionist8. Lodz ghetto

Vocabulary Words

Objective: Students will understand the ghetto and its establishment.

-Visual History Testimony: The Ghettos*Discuss questions

-”Jews Crossing the Bridge at the Lodz Ghetto” – Photo*What do you remember Joseph saying about the bridge?*Explain the bridge’s significance

-The Ghettos – Handout – Read in Class1) What were the Nazis intentions in closing Jews in the ghettos?2) Why do you think the Germans wanted to establish ghettos near railway transports?3) What do you think Heydrich meant by “the final goal”?4) Why did the Germans establish a Jewish Council or Judenrat in each ghetto?5) How might the establishment of a Judenrat have given Jews in the ghetto a false sense of security?

April 25



-OWH Newspaper Summaries

-Homework: Newspaper Summaries TOMORROW

April 26



-Begin “Schindler’s List” *No show from 44-46 minute mark

-Homework: NONE

April 27



-Begin “Schindler’s List”

-Homework: NONE

March 1, 2011



-4 Newspaper Summaries

-Watch Fox News

-Homework: NONE

March 2, 2011



-“Schindler’s List”

-Homework: NONE

March 3, 2011




-Homework: NONE

March 4, 2011




-Homework: NONE

March 7, 2011




-Homework: NONE

March 8, 2011




-Homework: NONE

March 9, 2011




-Homework: NONE

March 10, 2011



-Finish “Schindler’s List”

-Homework: NONE

March 14, 2011



-Essay – Schindler’s List1) Explain the transformation of Oscar Schindler from the beginning of

his dealing with the Jews to the end.2) What event(s) impacted you the most? 3) What (if anything) would you have added or taken out of this movie

to make it better?4) How has this movie added to or changed you perspective of the

Holocaust?

-Homework: NONE

March 15, 2011




-Watch Fox News

-Homework: Newspaper Summaries

March 16, 2011

Objective: Students will be able to understand some of the key aspects and people of the Holocaust


-Begin “The Holocaust: An Internet Research Project”*Discuss the assignment *Break students into groups*Discuss Deadlines

*”Research Key Holocaust Figures”

-Homework: 1) “Research Key Holocaust Figures” – Due end of Friday*DUE MONDAY MARCH 28

March 17, 2011



- “The Holocaust: An Internet Research Project”*”Research Key Holocaust Figures” – DUE TODAY*Present

-Homework: NONE

March 18, 2011



- “The Holocaust: An Internet Research Project”*”Define Key Holocaust Terms” – Part 2 - DUE TODAY*Present

-Homework: NONE

March 21, 2011




-Watch Fox News


March 22, 2011

Objective: Students will understand the role of government via presentation by Jeff Fortenberry


-Create a welcome poster and signs for Mr. Fortenberry.

-Jeff Fortenberry & personal questions*Take notes & discuss

-Develop questions of research

-Homework: 1) Questions developed

March 23, 2011

Objective: Students will understand the role of government via presentation by Jeff Fortenberry

-NONE

-Homework: NONE

March 24, 2011



- “The Holocaust: An Internet Research Project”*”Answer Essential Questions” – Part 3 - DUE MONDAY*Present

-Homework: 1) “Answer Essential Questions” – due MONDAY

March 25, 2011



- “The Holocaust: An Internet Research Project”*”Answer Essential Questions” – Part 3 - DUE THURSDAY*Present

-Homework: 1) “Answer Essential Questions” – due THURSDAY

March 28, 2011



- “The Holocaust: An Internet Research Project”*”Answer Essential Questions” – Part 3 - DUE THURSDAY*Present

-Homework: 1) “Answer Essential Questions” – due THURSDAY

March 29, 2011




-Watch Fox News


March 30, 2011



- “The Holocaust: An Internet Research Project”*”Answer Essential Questions” – Part 3 *Present

-Homework: 1) NONE

April 1, 2011



- “The Holocaust: An Internet Research Project”*”Holocaust Timeline” – Part 4

-Homework: 1) Holocaust Timeline

April 4, 2011



- “The Holocaust: An Internet Research Project”*”Holocaust Timeline” – Part 4 *Present

-Homework: NONE

April 5, 2011




-Watch Fox News


April 6, 2011



- “Paperclips” – Documentary – 20 min.

-Homework: NONE

April 11, 2011



-Create a Newspaper Quiz – Create a 7 question quiz from the newspaper today that you will exchange in class.

*We will exchange and do in class.

-Watch Fox News


April 13, 2011




-Homework: NONE

April 14, 2011




-Homework: NONE

April 15, 2011

Documents

August 26. August 27 August 28 August 29 August 30